Instructional Strategy

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INSTRUCTIONAL STRATEGY

Word Friends

Grade:

K-2, 3-5

Type:

Acquire Vocabulary
/ Develop Language (MLL)
< 20

Minutes

When:

Before reading

Materials:

Preselected list of 6–8 vocabulary words and definitions, whiteboard or display, Word Friends handout (including Student Word Strips and Cutout Template sections), writing utensil
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Description

Two hands connecting puzzle pieces, surrounded by abstract shapes and patterns.
© cienpies— iStock / Getty Images Plus/Getty Images
The Word Friends strategy asks students to select and compare similar words from a given set, improving vocabulary acquisition. This approach aims to deepen students’ understanding of new vocabulary by encouraging them to explore the nuances and relationships between words. Through this process, students are likely to enhance their vocabulary retention, improve their ability to discern subtle differences in word meanings, and develop critical thinking skills in language analysis.
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Procedure

Preparing for the Activity
1
Prepare a list of six to eight related vocabulary words and their definitions. You might adjust the word count depending on your desired learning outcomes and student age/grade.
2
Edit the Cutout Template section of the Word Friends handout so that it lists the six to eight vocabulary words. To do this, handwrite or type your chosen words in the fillable section at the bottom of the PDF, and then save, print, and copy for students. It is important that the words selected can be grouped in multiple ways without being synonyms.
Example: butterfly, bee, cocoon
3
Display the selected words where students can see them around the classroom, or guide students to discover words through pre-reading or in-text activities.
Introducing the Activity
1
Review each vocabulary word and its definition with students.
If words are provided: Discuss each word and its definition.
If words are discovered: Ask students to share initial understanding, and then provide formal definitions.
2
Distribute the prepared Word Friends handout to each student.
3
Invite students to cut out the words in the template. Then encourage them to identify two of the words that are related in some way and can be paired together. Invite them to glue those two words into the corresponding spot on the Student Word Strips section of the handout and to write how they are related.
For example, students may identify that butterfly and bee are related. They will glue these two words to their handout and may write “insects” to describe the relationship between the two.
4
Invite students to repeat the process for all remaining word groups.
5
Call on volunteers to share and explain their pairings. Ask if anyone grouped the words differently, and invite them to explain their choice.
6
Facilitate a brief class discussion on how various pairs of words are related.
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Differentiation

Mix It Up: Instruct students to cut out all the words from the Cutout Template section of the handout. Then ask students to pair and group similar words from the entire set. For the debrief, invite volunteers to share their groupings. Emphasize that multiple grouping options exist because all the words are interrelated.

Multilingual Learning Support

Beginning Proficiency: Support the Word Friends process by providing visual representations of vocabulary words in both English and students’ home languages. Create picture cards that show word relationships, and include home language translations next to each word. Offer sentence frames, such as “These words go together because…” and “They are connected by…,” in both languages. During pairing activities, allow students to first explain relationships in their home language before bridging to English. Create bilingual reference charts showing common relationship types (e.g., “things that go together,” “opposites”) with visual examples.
Intermediate Proficiency: Provide relationship descriptor cards that pair common and academic terms (e.g., they’re alike/they’re similar, they go together/they correlate). Create word relationship webs that help students visualize multiple possible connections between words. Include sentence stems that encourage students to explain word relationships using increasingly sophisticated language (e.g., “These words are connected because…” / “The relationship between these words is…”).
Advanced Proficiency: Guide students in exploring subtle connections between words. For younger students, focus on multiple relationship types, like “function relationships” (pencil/write) versus “category relationships” (pencil/crayon). For older students, incorporate more sophisticated relationship analysis, such as “cause/effect relationships,” “part/whole relationships,” or “metaphorical relationships.” Encourage students to justify their word pairings using precise academic language and multiple relationship criteria.
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Variations

Circle It: Give each student the Word Friends handout and a pencil. Read the first three words and their definitions aloud. Invite students to circle similar words. Select a few volunteers to share and explain their groupings.
Yarn Map: Divide the class into groups of two or three students. Provide each group with one copy of the Word Friends handout, yarn, paper, scissors, and a pencil. Invite students to cut out all the words and spread them on a flat surface. Instruct them to connect related words using yarn and create labels explaining each connection (e.g., connecting librarian and postal worker with a yarn labeled jobs). When finished, each group will have a web of words with labeled connections. Conclude by having groups share their webs, highlighting the various ways words can be interconnected.
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